Nama Pelajar: Fiona Tieh Sui Hua

Perkembangan Falsafah Pendidikan Barat

Falsafah Tujuan Pendidikan Isi Penting Peranan Guru Strategi

Pengajaran
Perenialisme develop power of Less emphasis on the teacher is less Curriculum will
thought, internalize vocational and concerned with focus on attaining
truths that are technical student interest cultural literacy,
universal and education and and more stressing students’
constant and to more on the concerned with growth in enduring
ensure that humanities. transferring disciplines. They
students acquire knowledge from stress learning
understanding older generations through reading
about the great to younger and analyzing the
ideas of Western generations. The works by history’s
civilization. teacher will focus finest thinkers and
on the importance writers.
of reading and will Perennialists
often use the believe that
underlying reading reading is to be
lessons to make a supplemented with
moral point. mutual
Teachers use investigations with
history, religion, teacher and
literature, and the minimally directed
laws of science to discussions
reinforce universal through the
ideas that have the Socratic method in
 potential to solve order to develop
any problem in any historically
era. oriented
understanding of
concepts.
Esentialisme to teach its Essentialism is the The teachers are The curriculum
students to read, basic core often the focus, often focuses
write, speak, and knowledge that usually acting as around people,
compute, the core students are educator and as ideas, and
requirements absolutely required role model to the institutions that
needed to function to know in order to students. Teachers have shaped
in society, the survive, and by this instill an attitude of American society.
basics, which is school of thought’s hard work, respect, The ultimate goal
what an standards, be and discipline. of Essentialism, is
Essentialism successful. This Teachers are often that when students
education is often philosophy of tasked with leave, they leave
referred to, as a education is keeping the not only prepared
“basic education.” focused almost proverbial idle with basic skills
solely on mind constantly in and knowledge, but
practicality, check, so that it ultimately skilled
preparing students doesn’t become and disciplined
to become valuable complacent and minds, ready to
members of revert to apply themselves
society. aggression. in the real world
and become
upstanding
members of
society.
Progresivisme His model shaped Experimental With pragmatism, Utilizing tools and
the modern intelligence mastery of skills is ideas relevant to
 classroom that focuses on a expressed in the student interests
emphasizes student’s ability to perform a and experiences,
activities in which adaptability in task. Students progressivism
students build figuring out ways demonstrate their centers on the idea
skills by using to solve new understanding by that students must
them. problems. Defining performing rather always be actively
experimental than explaining. learning. Similar to
intelligence pragmatism,
transcends the progressivism
limitations of IQ incorporates
tests and similar elements of
intelligence tests, technology and
instead narrowing social interaction
in on practical that is necessary
application. for solving
Intellect cannot be problems. These
measured by skills are
standardized foundational not
testing, Sternburg only in their use in
argues, relying the classroom, but
upon real world use its application to
that isn’t non-school related
measurable. problems. Students
organically develop
the ability to do
rather than just see
and hear.
Rekonstruktisme assist students Critical Theory To accomplish this, Curriculum of
with recognizing seeks to cause and to handle Social
oppressive students to controversial Reconstructionists
 authorities and ‘unlearn’ what they issues, there is a focuses on the
systems, and with have learned and focus on inquiry, student
overcoming these to reflect, with an dialogue, and experience, is
conditions. emphasis on perspectives. It is student centered,
thinking critically, often seen as and attempts to
and to re-evaluate opposed to take on real
these systems. “traditional problems of the
Through sharing schooling” which is world: hunger,
and empathy, seen as part of a violence,
students invent, disenfranchising oppression, and
and reinvent, the system. inequality.
world.
Eksistensialisme brings value and Emerging from The role of an Existential
meaning because phenomenology existential teacher curriculum is self-
objects do not and concerned is more of a paced and self
possess any with approaching psychological directed, and
inherent values the structure of counselor than a students have the
that can be consciousness and tutor. If freedom is freedom to choose
accessed. the objects of in fact our primary from a wide variety
consciousness as responsibility, then of options for their
related to our first the goal of an subject matter.
person perspective existential teacher
as human beings, is to cultivate
along with all the students into
problems that understanding
come along with it. themselves as
unique individuals
capable of
accepting their
complete
responsibility for
thoughts, feelings,
and actions. Also,
the existential
teacher does not
divorce the student
from their feelings,
since they are just
as valid as reason
in decision making.
Ultimately, the
existential teacher
pushes the student
to become his or
her fully authentic
self.